TEACHING PREPOSITION OF PLACE THROUGH CONTEXTUAL TEACHING AND LEARNING (An Experimental Study at the Fifth Grade of SDN Pondok Cabe Ilir III Pondok Cabe, Tangerang Selatan) A “Skripsi” Submitted to the faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By: NURAENI KOMARIAH NIM : 104014000307
DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
TEACHING PREPOSITION OF PLACE .
THROUGH TOTAL PHYSICAL RESPONSE
An Experime.ntalStudyor the Fifih Gratle of studentsin SDNPondokcabe IIir III Pondok Cobe Tangerong Selaan
A "Skripsi"
Submittedto the Faculty of Tarbiyah and Teachers'Training in a Partial Fulfillment of the Requirementsfor the Degreeof Strata| (Sl)
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AT{D TEACHERS TRAINING STATE ISLATvIIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2011
BNDORSEMENT SIIEBT BY TI.IE BXAMINATION COMMITTBB The examinationcommitteeof the facurty reachers " of Tarbiya and,.Teaching Training ceftifies that the "skripsi,' (Scientific paper) entitred Preposition of PlacethroughcontextualTeachingLearning',, writtenby Nuraeni Komariah,student'sregistration number:r040r4000307,iasexaminedby the committeeon rgtl' of August 20r r, and was decrareito huu. passedand, therefore,fulfilled one of the requiiements for the academictitre of .,S.pd.", (Bachelorof Arts) in EngrishLanguage Educationat the Department of Engrish Education. Jakarta,l gthAugust 201 I
EXAMINATIONCOMMITTEE CHAIRMAN
: Drs.Syauki.M.pd N r P .1 9 6 4 1 2 1 2 1 9 9 1I0030 2
SECRETARY
: NenengSunengsih. S.pd
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EXAMINERS
: l. Dr. M. Farkhan. M.pd NIP. 19650919 20A0c81 002
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2. Drs.ZaenalArifin Toy-M.Sc N I P .1 5 00 3 12 1 5
Acknowledgeby: Dean of Tarbiya and TeachersTraining Faculty
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K E M E N T E R I AA NG A M A UIN JAKARTA FITK
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Jl. k. H. Juanda No 95 Ciputat 15412lndonesia
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SURAT PERNYATAANKARYASENDIRI
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ABSTRACT
NURAENI, KOMARIAH, 2011, Teaching Preposition of Place through Total Physical Response At the fifth grade students of SD Pondok Cabe Ilir III, Skripsi, English Department, the Faculty of Tarbiyah and Teachers` Training, Syarif Hiyadatullah State Islamic University Jakarta. Advisor: Drs Bahrul Hasibuan M.Ed. Key Words: Preposition of Place, Contextual Teaching and Learning and Grammar Translation Method
The purpose of the research is to gain information about teaching Preposition of Place through Total Physical Response at the fifth grade students of SDN Pondok Cabe Ilir III, Tangerang Selatan. Sample of this research is 25 students I the control class and 25 students in the experiment class. This research is using experiment method in the quantitative form by collecting data from PreTest and Post-Test. The data collected in this research analyzed by using t-test. According to result of statistical calculation, it is obtained the value of (to) (t observation) is 3,49 and the value of (tt) (t table) from the df (48) on degree of significance of 5% is 2,01. it means that the value of the (to) is higher than the value of (tt0. based on the result, the null hypothesis (Ho) which says there is no significance influence in teaching Preposition of Place through total Physical Response is rejected. It means that the alternative hypothesis (Ha) which says that there is significance influence in teaching Preposition of Place through Total Physical Response is accepted. Based on the finding of the study it can be concluded that teaching Preposition of Place through Total Physical Response is quite success and can run well in the class situation. It also can give students opportunities to be active in the teaching learning process.
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ACKNOWLEDGEMENT
Bismillahirrahmannirrahim
All praise be to Allah, the lord of the worlds, a word gratefulness that should come out from the writer to Allah for His Mercy and guidance. Without His blessing, the writing of this skripsi could never been finished. Peace and blessing be upon Muhammad SAW, his descendants, his companion and his followers. This skripsi is written to fulfill one of the requirements for the degree of Strata I (SI) in English Language Education of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic Univerasity. The writer would like to say her great honor and deepest gratitude to her beloved parents Samsudin and Dede Rokayah, for their irreplaceable encouragement and patient to motivate the writer to finish her study, thanks for the guidance and support in her various endeavors, and especially to her beloved husband and son, Wahyudi Wiguna and Mahesa Al-Baihaqi, who always give support and moral encouragement in finishing her study. In this occasion, the writer also would like to give her great appreciation, honor and gratitude to Drs. Bahrul Hasibuan M.Ed. as her advisor, thanks for his time, guidance, kindness, contribution, and patience in correcting and helping her in finishing this paper. The writer also realizes that she would never finish writing this skripsi without the help of some people around her. Therefore, she would like to give special gratitude to: 1.
All inspiring lecturers in English Department who have taught and educated the writer during her study her study at UIN Syarif Hidayatullah Jakarta.
2.
Drs. Syauki , M.Pd, the chief of English Department.
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3.
Neneng Sunengsih, M.Pd, the secretary of English Departement.
4.
Prof. Dr. Dede Rosyada, M.A, the Dean of Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta.
5.
Dra. Farida Hamid, M.Pd., who has served as an advisor on the class A in the English Department of the academic year 2004.
6.
The staff and officers of UIN Library who have given permission to use their books.
7.
Drs. Kasta, the Principal of SDN Pondok Cabe Ilir III and staffs, who has allowed the writer to observe and conduct the research there.
8.
All teachers and staff of SDN Pondok Cabe Ilir III Tangerang Selatan for their contribution.
9.
All students of fifth grade of SDN Pondok Cabe Ilir III Tangerang Selatan.
10. The writer would like to give his greatest thanks to her closest friends, Yulia Farhati, Nurhayati, Liza Fauziah, Lailatussaidah, Hangi Latifah, and the other friends which is un written in this paper. Finally, the writer realizes that this skripsi is far from perfect. Therefore, it is really a pleasure for her to receive criticism to accomplish it and she hopes that this work would be beneficial, particularly for her and for those who are interested in. The writer welcomes suggestion and comment from the readers for the improvement of this skripsi.
July 25, 2011
The writer
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TABLE OF CONTENTS ENDORSEMENT SHEET……………………………………………….
i
ABSTRACT……………………………………………………………….
ii
ACKNOWLEDGEMENT………………………………………………..
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TABLE OF CONTENTS………………………………………………… v LIST OF APPENDICES…………………………………………………. viii LIST OF TABLES………………………………………………………... ix CHAPTER I: INTRODUCTION A. The Background of the Study……………………………………… 1 B. The Scope and Limitation of the Study……………………………. 3 C. The formulation of the Problem…………………………………..... 3 D. The Statement of the Problem……………………………………… 3 E. The Objective of the Study………………………………………… 3 F. The Thinking Framework………………………………………….. 3 G. The Significance of the Study……………………………………… 4
CHAPTER II: THEORITICAL FRAMEWORK A. Preposition 1. The Understanding of Preposition…………………………...
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2. The Types of Preposition……………………………………. 6 3. The Form of Preposition…………………………………….. 9 4. The Function of Preposition…………………………………. 11 B. Contextual Teaching and Learning 1. The Understanding of CTL…………………………………... 13 2. The Design of CTL…………………………………………… 15 3. The Principle of CTL…………………………………………. 16 4. The Procedure of CTL………………………………………... 18 5. The Advantages of CTL……………………………………… 20 C. Grammar Translation Method 1. The Understanding of GTM………………………………….. 21 2. The Design of GTM………………………………………….. 22
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3. The Principles of GTM………………………………………. 23 4. The Procedures of GTM……………………………………… 24 5. The Advantages and Disadvantages of GTM………………… 25 D. The Teaching of Preposition 1. The Teaching Preposition of Place through CTL…………….. 26 2. The Teaching Preposition of Place through GTM……………. 26
CHAPTER III: THE PROFILE OF SDN PONDOK CABE ILIR III TANGERANG SELATAN A. The Curriculum…………………………………………………….. 29 B. The English Teaching Book………………………………………… 29 C. The English Teaching Methodology………………………………... 29
CHAPTER IV: THE IMPLEMENTATION OF THE RESEARCH A. The Methodology of the Research 1. The Method of the Research…………………………………. 31 2. The objective of the Research………………………………... 31 3. The Place and Time of the Research…………………………. 31 4. The Population and Sample…………………………………... 32 5. The Instrument of Research…………………………………... 32 6. The Technique of Data collecting…………………………….. 32 7. The Technique of Data Analysis……………………………… 33 8. The Variable of Research……………………………………... 34 B. The Findings of the Research 1. The Description of Data……………………………………… 34 2. The Test Hypothesis…………………………………………. 38
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion………………………………………………………….. 40 B. Suggestion…………………………………………………………... 40
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BIBLIOGRAPHY......................................................................................... 42 APPENDICES
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LIST OF APPENDICES
Appendix 1
: The Students` Test
Appendix 2
: Rencana Pelaksanaan Pembelajaran (RPP) Experiment Class
Appendix 3
: Rencana Pelaksanaan Pembelajaran (RPP) Control Class
Appendix 4
: Surat Keterangan Penelitian dari Sekolah
Appendix 5
: Surat Pengajuan Judul Skripsi
Appendix 6
: Surat Permohonan Penelitian
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LIST OF TABLE Table 4.I The Score of the Individual Students` of the Experiment Class…… 34 Table 4.II The Score of the Individual Students` of the Control Class………. 35 Table 4.III The Comparison of Score Each Student of the Experiment Class and Control Class………………………………………………………….. 36
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1
CHAPTER I INTRODUCTION
This chapter present and discuss the background of study, the scope and limitation of the study, the formulation of the problem, the objective of the study, the thinking framework, and the significance of the study.
A. The Background of the study Language is an important means in human communication. As in Oxford Advanced Learner’s Dictionary, language is the system of sounds and words uses by human to express their thought and feeling.1 Through language we can communicate, express our feeling, emotion and idea. English as an International language has an important role in the world life. Not only used as a means of communication among people from another country, it is also found in the people’s life, either in written form; such as newspaper, magazine, book or journals, or spoken form; such as television and radio. English is used in many sector of life, such as trading, bilateral relationship, politics, science, technology and many others. People need to understand and master English in order to gain broader knowledge, information and technology. In Indonesia as the part of the world, English is taught from primary school to university. It based on the Ministry of National Educational decree No: 372/2003 dated December 12, 2003 stated that English becomes the first foreign language that need to be taught in Indonesia starting from primary school as a local content, in secondary school as a compulsory subject and in university as a complementary subject. All of these are intended to prepare Indonesian human resources in facing global challenge.2 There are four language skills that have to be mastered by the students to learn English subject. The four language skills are: listening, speaking, reading and 1
A S Hornby, Oxford Advanced Learner’s Dictionary, 5th edition, (New York: New York University Press, 1995).p. 662 2 Ministry of National Educational decree no: 327/2003, December 12, Jakarta 2003
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writing. Other elements of language such as structure, vocabulary, spelling and pronunciation are presented merely as additional items to support the language skills mentioned above. Structure is one of the language elements to support the four language skills, so English teachers cannot ignore the teaching of English structure. Ignoring the four language skill can make the student difficult in learning English. The teaching of structure has to be meaningful and easy to be understood, especially in teaching preposition. It is difficult to teach preposition precisely. Teacher must not only let the students learn to know it grammatically, but the students can also use it contextually. It needs more teachers` creativities in delivering the material. These are expected to make the material is easy to understand by the students. According to the writer’s experience in SDN Pondok Cabe Ilir III as the assistance of the English teacher, most of teachers used traditional method called Grammar Translation Method in teaching structure. Through Grammar Translation Method, teachers only translate the text, give the rule of the structure and then ask the students to do some exercises using instruction. These steps only give a little comprehension. Based on the background above, the writer wants to propose a method that can improve the students` ability to learn the target language. The proposed method is using Contextual Teaching Learning (CTL) in teaching preposition. Contextual Teaching Learning method can give much comprehension to the student. Philosophy of CTL is rooted from John Dewey progressivism, the students will be learning if what they have learned related with what they have already know. So, teaching and learning process will be productive if the students are active in process of teaching and learning. This process generates a positive attitude toward learning English. So, this method conducts of an effective way for teaching preposition.
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B. The Scope and Limitation of the Study This research focused on the fifth grade of SDN Pondok Cabe Ilir III Tangerang Selatan, 2nd semester of the 2010/2011 academic year. As there are so many prepositions, the writer is going to limit the problem of the study and focus on teaching preposition of place consisting of (on, in ,beside and under) for the fifth grade students of SDN Pondok Cabe Ilir III, Tangerang Selatan.
C. The Formulation of the Problem Based on the scope and limitation of the study, the writer concerning on using Contextual Teaching Learning method in teaching preposition of place at SDN Pondok Cabe Ilir III Tangerang Selatan. The question of the study is: “Is there any difference of student’s achievement in teaching preposition of place between Contextual Teaching Learning Method and Grammar Translation Method”.
D. The statement of Problem Based on the background of the study above, there are many problems that can be identified in this research, such as: (1) the students’ difficulty in understanding preposition (2) boring class activity (3) monotonous teaching technique.
E. The Objective of the Study According to statement of formulation of the problem stated above, the objective of this study is to find empirical evidence whether or not there is difference between using Contextual Teaching Learning Method and Grammar Translation Method
F. The Thinking Framework As one of various grammatical structures, preposition of place should be taught and practiced as a means of communication. To realize this goal, learning process of preposition of place should be appeared in a context of student’s real life.
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Along with the foregoing discussion, Contextual Teaching and Learning, as the name of it, will emphasis on the attachment of context in teaching learning activity. It is intended to help students relate the content they are learning to the life context in which the content could be used. Accordingly, the writer regards the CTL as an approach of teaching and learning process in teaching preposition of place because it may help students to understand the concept of preposition of place meaningfully.
G. The Significance of the Study The findings (result) of the study are expected to provide useful information about the affect of Contextual Teaching Learning method in students` preposition of place mastery at SDN Pondok Cabe Ilir III Tangerang Selatan. It is expected that these findings can contribute to four groups of people; they are the school principal, the teacher, the student, and further more researcher. The findings of this research is expected to be useful input for the school principal related to the English teaching learning process in the classroom. For the teacher, the findings of this research are expected to be able to enrich the teachers` knowledge in terms of teaching English. As the center of teaching learning activity, student can encourage themselves in mastery preposition of place, so that they can use it in their communication. Finally, these findings will deliver useful information or it can be used as basic information and reference for further researchers who are interested in conducting similar studies.
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CHAPTER II THEORETICAL FRAMEWORK
In this chapter the writer tries to give clear description of theoretical framework which covers the general concept of preposition of place, the Contextual Teaching Learning, the Grammar Translation Method, and the implementation of teaching preposition of place using Contextual Teaching Learning and Grammar Translation Method.
A. Preposition 1. The Understanding of Preposition John E. Warriner says “The preposition is a useful little word” 1. Meanwhile A S Hornby says “Preposition is a word or group of word such as in, from, to, out, of, on behalf of”2. Although preposition is only a little word or a group of word, preposition has important role in a sentence. With preposition we can see the link between other words in the sentence. For the example, the words “He lives” with the word “Jakarta” will have a meaning if it link with “in”. Look at the sentence “He lives in Jakarta” has a meaning the place that he lives is Jakarta. In the other word the main role of the preposition is to indicate the relationship between words in a sentence. It made us easier to understand the meaning of the sentence. Preposition always goes with a noun or pronoun which is called the objective of the preposition. And the position of preposition is always before the object of preposition (noun or pronoun). As A S Hornby says “Preposition is a word or a group of words such as in, from, to, out, of, on behalf of, used before a noun or pronoun to show place, position, time or method”3, and Allen 1
John E. Warriner, Warriner`s English Grammar and Composition, (New York : Harcourt Brace Javanovich, Inc., 1982).p.71 2 A S Hornby, Oxford Advanced Learner`s Dictionary of Current English, (New York : Oxford University Press, 1987).p.996 3 A S Hornby, Oxford Advanced Learner`s Dictionary of Current English,…….p.996
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says “Prepositions usually comes before the word they control”4. The word they control means the object of the preposition, which is controlled by the preposition. For example “Put the dishes on the table”, the word on is controlling the words the table. The word on called preposition and the words the table called the object of the preposition. It is shows the function of the preposition that shows the place where is the dishes. It will be different when the word on change by the word among, between, or behind. The combination of preposition and the object of preposition called a prepositional phrase. It means that preposition never stands alone, and preposition only has a meaning when it combined. For example, in the sentence “The cat sleeps on the sofa”, the word “on” is a preposition, introducing the prepositional phrase “on the sofa”. According to Marcella Frank, preposition differ from other part of speech in that each is composed of a small class of words that have no formal characteristic endings and each signal syntactic structures that function as one of the other parts of speech5. This statement makes a sense why learning preposition is not easy for a beginner learner. The writer summarized that preposition connect one part of speech with another. Preposition always followed by noun or pronoun which is called the object of preposition. The preposition is always before the noun or pronoun. When the preposition combines with noun or pronoun, the combination called a prepositional phrase. A preposition is used in a prepositional phrase to indicate place, position, time, or method.
2. The Types of Preposition There are many kind of preposition. According to Marcella Frank there are types of preposition as follows: 4
Allen W Stannard, Living English Structure, (London : Longman Group Limited, 1974).p.292 5 Marcella Frank, Modern English : a practical reference guide, (New Jersey : Prentice Hall, Inc., 1972).p.163
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a. Physical Relationship Time
: on, at, in, since, by, from-to, for, until, during, in or within, before, after. e.g.: I saw him on Saturday. I saw him at noon.
Place
: in or inside, on, at, over, above, under, underneath, beneath, below, near, next to, alongside, beside, between, opposite. e.g.: Hang your cloth in the closet. A subway runs under this street.
Direction
: to-from, toward, away from, in (to)-out of, up-down, around, through, past (or by), as far as (up to). e.g.: He walks to school from his home. The pilgrims headed toward(s) Mecca.
b. Other Semantic Relationship Cause or reason
: because of, for the sake, an account of e.g.: Because of his selfishness he has very few friends.
Concession
: in spite of, despite (formal), notwithstanding (formal), regardless of, irregardless
Condition
: in case, in (the) event of e.g.: Hellen Keller succeeded in life in spite of her physical handicaps.
Purpose
: for, for the purpose of e.g.: She went to the grocery store for milk.
Accompaniment
: with, along with, together with e.g.: He went (together, along) with his wife to do the shopping.
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Addition
: as well as e.g.: John, as well as his wife Mary, has often expressed a desire to live in Europe.
Comparison
: like, as e.g.: He is living like a millionaire.
Degree
: according to e.g.: from each according to his abilities, to each according to his needs.
Instrument
: with e.g.: He cut the meat with a sharp knife.
Means
: with, by e.g.: You can get there by subway (or bus, train, plane)
Manner
: with e.g.: He always does his work with great care (=carefully or in a careful manner).
In the capacity of
: as e.g.: As a man of science he was admirable; as a husband he was less so.
Material
: of, out of, from e.g.: This table is made of (or out of) mahogany.
Source
: from e.g.: We got honey from bees.
Separation
: from, with e.g.: Two inmates escaped from prison last night.
Possession or origin : of e.g.: The father of the bride was very nervous at the wedding. Partition
: of e.g.: Some of the guests stayed for dinner; the rest guests went home.
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Apposition
: of e.g.: The city of New York is governed by mayor and a city council.
Characterized by
: of e.g.: He is a man of the highest reputation.
Arithmetical function : plus, minus e.g.: Two plus three equal(s) five. Exception
: except (for), but (for), save (for), apart from e.g.: Everyone came but you.
Reference
: with (or in), regard to, with (or in), respect to, with (or in), reference to, regarding, as to, as for e.g.: With reference to your recent letter, we regret to learn that the goods arrived in damaged condition.
Example
: like, (such) as e.g.: An adjective is used after a verb like (or such as) seem, appear,, become6.
3. The Form of Preposition Preposition may take the form of: a. Simple Prepositions 1. monosyllabic preposition as, at, but, by, down, for, from, in, like, near (to), of, off, on, out, past, per, pro, qua, re, round, sans, since, than, through, till, to, up, via, with.
2. Polysyllabic preposition About, above, across, after, against, along, amid, among, anti, around, atop, before, behind, below, beneath, beside, besides, between, beyond, circa, despite, during, except, inside, into, notwithstanding, onto, opposite, 6
Marcella Frank, guide,…….p.164-171
Modern
English
:
a
practical
reference
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outside, over, pace, pending, throughout, toward(s), under, underneath, unlike, upon, versus, vis-à-vis, within, without7.
b. Complex Prepositions 1. Two-word preposition generally end in common simple preposition. As
: such as
For
: as for, but for, except for, save for
From
: apart from, aside from, away from
Of
: a head of, because of, devoid of, inside of, instead of, irrespective of, regardless of, upwards of, void of
On
: defending on
To
: according to, as to, close to, contrary to, due to, next to, on to, opposite to, owing to, preliminary to, preparatory to, previous to, prior to, relative to, subsequent to, thanks to, up to
With
: along with, together with
2. Three-words prepositions, most commonly consist of a simple present + noun + another simple preposition As
: as far as, as well as
For
: in exchange for, in return of
From
: a distinct fro
Of
: by means of, by virtue of, by way of, for lack of, for want of, in aid of, in back of, in case of, in charge of, in consequence of, in favour of, in front of, in lieu of, in light of, in need of, in place of, in respect of, in search of, in spite of, in terms of, in view of, on account of, on behalf of, on grounds of, on top of
To
: as opposed to, by reference to, in addition to, in contrast to, in reference to, in regard to, in relation to, with regard to, with reference to, with respect to 7
Randolph Quirk and Friends, A Comprehensive Grammar of the English Language, (London : Longman Inc., 1985).p.665-667
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With
: at variance with, in accordance with, in comparison with, in compliance with, in conformity with, in contact with, in line with
3. There are also Four- words prepositions. These are similar to three-words preposition, except that they include the definite article or the indefinite article and usually end in of: as a result of, at the expense of, for the sake of, in the case of, in the event of, in the light of, -on the ground(s) of, on the part of, with the exception of Other sequences, such as: at the back of and in the middle of, can be considered free combinations. The distinction between complex preposition and free combinations is a matter of degree. At one extreme, many complex prepositions have close parallels in form and/or meaning with simple prepositions. Compare: As well as
v
besides
on the top of
v
over
By means of v
with
opposite to
v
opposite
In addition to v
beside
prior to
v
before
In front of
v
before
subsequent of v
after
In spite of
v
despite of
with regard to v
regarding
On to, up to
v
into
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4. The Function of Preposition The preposition has the function of connecting a noun or pronoun to another word, usually a noun, verb or adjective. In this paper, the writer only discuss about functions of prepositions of place. Preposition of place are divided into four: a. The point itself In or inside
: Hang your coast in the closet. (in gives the area of something enclosed-a container, a drawer, a room, a building, the world)
8
Douglas Bieber and Friends, Longman Grammar of Spoken and Written English, (London : Pearson Educated limited, 1999).p.75-76
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There was no one inside the house. (inside emphasize the containment) On
: Put the dishes on the table. (on indicates the surface of something-a floor, a wall, a ceiling, a desk, a street) On top of-He`s standing on top of the desk. (on top of emphasizes the uppermost horizontal surface. It is used with an object that has some height)
At
: He`s at school (at church, at the store). (at refers to a general vicinity. Mere presence att a place is indicated) At is also used for addresses with street numbers-He lives At 200 Park Avenue (but he lives on Park Avenue)
b. Higher or lower than a point Higher Over
: The plane flew over the mountains. (over is felt to be generally higher than a point)
Above
: He lives on the floor above us. (above is felt to be directly higher than a point) This distinction between over and above is not always carefully observed.
Lower Under
: A subway runs under this street. (under is felt to be generally lower than a point)
Underneath
: He swept the dirth under(neath) the rug. (underneath express the idea of close under, especially so as to be hidden)
Beneath
: Beneath a tree lay a dog fast asleep. (beneath express the idea of directly under, with some space between)
Below
: He live on the floor below us. (below is felt to be directly lower than appoint)
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c. Neighboring the point Near
: He lives near the university. (near has the most general meaning of neighboring a point). By is synonym for near. Close to mean very near.
Alongside
: The tug pulled up alongside the tanker. (adjoining person or things considered as line up, or side by side)
Beside
: He sat beside his two sons. (on each side of person or thing has two side) if more than two person or things are positioned around a point, among is used-He sat among all his grandchildren.
Opposite
: The museum is just opposite the post office. (directly facing someone or something else)9
B. Contextual Teaching and Learning 1. The Understanding of CTL According to Elaine B. Johnson in his book Contextual Teaching and Learning; what is it and why is it here? said that: “The CTL system is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances”10. In this understanding, by using CTL system, a teacher should be able to help his or her students connect the subject material with the context of their daily lives. It means the subject materials should go along with daily needs. On the other hand, The Washington State Consortium for Contextual Teaching and Learning gives the definition: “Contextual teaching is teaching that enables students to reinforce, expand, and apply their academic 9
Marcella Frank, Modern English: a practical reference guide,.......p.165-
166 10
Elaine B. Johnson, Contextual Teaching and Learning: What it is and why it is here to stay, (Thousand Oaks, California: Corwin Press, Inc, 2006).p.25
14
knowledge and skills in a variety of in school and out-of-school setting in order to solve simulated or real world problems”11. From this definition the writer can see that CTL ask a teacher to use their knowledge and skills whether in-school or out-school setting. Besides, a teacher should be able to simulate his or her lessons on the real world situation. So, students can apply and experience what is being taught in the real conditions. The definition above goes along with TEACHNET (Center on Education and Work at the University of Winconsin-Madison) which says an important definition about CTL as follows: ”Contextual Teaching and Learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connection between knowledge and its applications to their real lives as family members, citizens and workers, and engage in the hard work that learning requires”12. Based on this definition, CTL can help the teacher relate his or her subject to real world situation. On the other hand, CTL also can motivate students to make connection between the material that is being learned and their prior knowledge. From these definition above, the writer resume that Contextual Teaching and Learning is a learning strategy that makes students construct the material or the lesson into their own real life situations and apply the knowledge and skills both in-school or out-school in order to be able solve problems in their circumstances. By this strategy, students are motivated to make relationship between knowledge and its application in real life situations as a member of family or citizens.
11
Nurhadi dkk, The Washington State Consortium for Contextual Teaching and Learning, dalam Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK 2004,(Malang: Universitas Negeri Malang, 2004). p.12 12 TEACHNET, dalam Pembelajaran Kontekstual, oleh Nurhadi dkk. p.12
15
2. The Design of CTL a. The goal of Contextual Teaching Learning Every concept has a purpose to achieve in the end of implementation of that concept. CTL has many purposes in the teaching learning process. The central goal of contextual teaching and learning is properly to help students attach meaning to academic lessons13.it is the main point of CTL concept. By connecting the knowledge in real life situation, students should be able to apply their knowledge in real life situation and in the final contextual teaching and learning enables students to connect the content of academic subject with the immediate context of their daily life to discover meaning14. b. The teacher‟s role For the CTL approaches to be most effective in students learning, teacher must plan, implement, reflect upon, and receive lessons. Such plans are based on CTL principle and approaches that require teacher to serve in the following roles: facilitator, organizer the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser15. Therefore, there are some activities that should be done by the teacher: 1) Discuss a concept and basic competency that will be learnt by the students. 2) Understand the background and experience of the students 3) Make a lesson plan which is related to concept, competency, and context application. 4) Apply the lesson plan. 13
Nurhadi, dkk, Pembeljaran Kontekstual (Contextual Teaching Learning/CTL) dan Penerapannya Dalam KBK, (Malang: Universitas Negri Malang 2003).p.12 14 Elaine B. Johnson, Contextual Teaching and Learning: What it is and way it is here to stay, ……..p.24 15 Robert G. Berns and Patricia M. Erickson. http://www.usc.Edu/programs/cet/resources/learn/context.
16
5) Asses the students comprehension. 6) Reflect and revise lesson plan16. c. The student‟s role In CTL, the learners‟ role is central and active. It is a learner-dominated method. Learners make a lesson plan by themselves, do the activities, experience knowledge and information, apply a concept, cooperate with other learner and finally reflect their learning activities17.
3. The Principles of CTL For the instructional process to be considered to be contextual teaching and learning, teacher must address some factors when using CTL approaches. These principles are based on cognitive research that has provided a rich knowledge based on how people learn. They are: a. Development appropriate The relationship between curriculum content and methods used to teach students must be based on the particular levels of the students` social, emotional, and intellectual development. The age of the students, individual characteristics, and social and cultural environment must be taken into consideration. What a high school senior is ready to learn and do, for instant, may be quite different than a high school sophomore. b. Interdependent learning groups Through small groups, students learn from each other and learn to work in a team, quality circles, and other forms of collaboration that are required of adults in workplace and in other contexts in which students will be expected o function. Students can learn from each other in a little group or
16
Nurhadidkk, The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK 2004, (Malang: Universitas Negri Malang 2004) 17 Robert G. Berns and Patricia M. Erickson. http://www.usc.Edu/programs/cet/resources/learn/context.
17
learn in a bigger team. This ability is cooperation and the students are hoped to act actively. c. Self-regulated learning Students learn at different paces, not once, and learn in different ways, not one. They have different interest and distinctive talents. Because human being is unique, it seems strange that schools should have expected young people to learn with equal case from the same textbook or from one instructional method. According to Johnson (2002) Self-regulated learning is a learning process that engages students in independent action involving sometimes one person, usually a group. This independent action is design to connect academic knowledge with the context of students` daily lives in ways that achieve a meaningful purpose18. Self-regulated learning with its emphasis on action, gives the brain chances to experience the outside world in countless ways. Students need to understand their strength and weaknesses, to set attainable goals and to develop strategies to achieve their goals. As they learn this skill, they gain self-confidence and competence. Teachers also create an environment in which students reflect on how they learn, how they approach schoolwork, how they could work in a harmony with others. d. Diversity of students Teacher must teach to wide range students. Considerations include students` ethnic background, their socioeconomics status, their primary household language, and any disabilities they may have. They also plan and react to language so that students overcome language barriers to learning and expected to help the students to achieve their learning purpose.
18
Elaine B. Johnson, Contextual Teaching and Learning: What it is and way it is here to stay, ……..p.84
18
e. Multiple intelligences When using a CTL approach, the ways particular students in the class best need to be considered. Teachers embed within the CTL approach strategies that make instruction effective for students varying intelligences. f. Questioning techniques Include the questioning techniques that enhance students learning and the development of problem solving and other higher order thinking skills. For CTL to achieve its goals, appropriate types and levels of questions must be asked. Question must be carefully planned to produce the intended level of thinking, response, and actions by the students in the CTL approaches. g. Using authentic assessment Assessment is the going process of gathering and analyzing evidence of what students can do. Authentic assessment is used to describe the multiple forms of assessment that reflect students learning achievement, motivation, and attitude on instructionally relevant classroom activities. Besides, authentic assessment evaluates a student‟s application of knowledge and complex thinking, rather than rote recall of factual information. The interdisciplinary of CTL requires assessment that measure knowledge and skill in more than one discipline and in multiple ways19.
4. The Procedure of CTL When the students process information in the classroom, they try to connect the knowledge they have outside the classroom. According to contextual learning theory, learning occurs only when students process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner words of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context-that is, in relation to the person‟s current 19
Robert G. Berns and Patricia M. Erickson. Contextual Teaching and Learning: Preparing Students for the New Economy. http//www.bgsu.edu/ctl
19
environment-and that it does so by searching for relationship that make sense and appear useful20. There are some strategies of Contextual Teaching and learning. They are: a. Problem based Problem based learning is a learning that uses the real problem as a simulation to make students use their critical thinking to solve their problem. Therefore the students get the knowledge and the way to solve their problems based on the real concept off subject they learn in the classroom. b. Using multiple context This strategy leads the students to see the knowledge they get in multiple context perspective. The reason is the knowledge can be physical and social context in everyday life. Therefore, the teacher has to make the students create knowledge and develop their experiences in multiple contexts. c. Drawing upon student diversity As a facilitator, the teacher in the CTL class has to see his/her students` diversity. She/he has to recognize the background of students, especially their ethnic group social and economical status and their diversity of language. Therefore, the teacher can help them to achieve learning process. These differences can be the impetus for learning and can add complexity to the CTL experience. The teacher may use collaboration and group learning activities to make the students have self-awareness that they different each other but they can collaboration each other in the classroom. d. Supporting self-regulated learning The students do the significant in CTL class. It means they have the objective of study, therefore they aware how they process information from their teacher. They also use background knowledge in teaching 20
What is Contextual Teaching and Learning? Taken from http://www. Texascollaborative.org/WhatIsCTL.htm
20
learning activities. In the final, it hoped they can move from dependent to independent learning. e. Using interdependent learning groups In this activity, students cooperate each other to share the knowledge in order to achieve the learning goals. Learning groups or learning communities are established in workplaces and school in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in school, educators act as coaches, facilitator, and mentors. f. Employing authentic assessment Assessment of learning is the important thing to know the achievement of each student in the classroom. In CTL class, it has a meaningful ways to evaluate the learning process by employing the authentic assessment. It is used to monitor students` progress and inform teaching practice. Therefore, it not only gives the students grade based on the final test, but it given from many ways in the teaching and learning process21.
5. The Advantages of CTL a. Advantages 1) The students can remember the subject matter easily, because they don‟t have to memorize the subject, but they know it by related the subject with their knowledge and their experience, and then connected it with their real world. 2) The students do not feel bored when they have to learn materials. 3) The students can expand and apply the knowledge and their academic skill of the norm, in school or in the society. 4) The students trained to relate what they got in the class with the real world in the circle of their life. 5) The students can solve the problem by themselves in any situation. 21
What is Contextual www.cew.wisc.edu/teachnet/ctl
Teaching
and
Learning?
Taken
from
21
6) The students can be active in the teaching and learning process. 7) The students not only become a passive observer but become more active and more responsible to their learning. 8) The learning process becomes more enjoyable, because by using CTL it can create good atmosphere in the classroom. 9) Learning will be more meaningful because the students use their experience when learning the material. 10) Help the teacher to relate the material to the real situation and motivate the students apply their knowledge in their life. 11) Students learn from their friends through work in group or in pair, discussion, and correcting among others. 12) The result of learning is measured by many ways: working process, students` creativity, performance, post-test, etc22.
C. Grammar Translation Method 1. The Understanding of GTM Jack says, “Grammar Translation Method is a foreign language teaching method derived from classical (sometimes called traditional) method which is originally used to teach Greek and Latin, this firstly known in the United States as the Prussian Method”23. In the beginning, this method was used for the purpose of helping st8udents read and appreciate foreign language literature. It was also hope that, through the study of the grammar of the target language, student would become more familiar with grammar of their native language. Furthermore Wilga states, “Grammar Translation Method requires students to translate accurately the whole texts word by word from students` native language into target language or from target language to students` native language., much stress in memorizing numerous grammatical rules and 22
Nurhadi dan Burhan Yasin. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) Dan Penerapannya Dalam KBK…….p.6 23 Jack C Richards and Theodore S Rodgers, Approaches and Methods in Language teaching: A Description and Analysis,…….p.3
22
expectation as well as enormous vocabulary list, but little training n using the language actively to express one‟s own meaning, even in writing”24. In this method, while teaching the textbook the teacher translate every words, phrase or sentence from English into the mother tongue of learners. Further, students are requires to translate sentence from their mother tongue into English. These exercises in translation are based on various items covering the grammar of the target language. The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar. A contrastive study of target language with the mother tongue gives an insight into the structure not only of the foreign language but also of the mother tongue. The writer resume that Grammar Translation Method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach literatures such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and expectations as well as enormous vocabulary list. The goal of this method is to be able to read and translate literary masterpieces and classics.
2. The Design of GTM a. The goal of GTM According to the teachers who use the Grammar Translation Method, a fundamental purpose of learning foreign language is to be able to read literature written in the target language. To do this, students need to learn about grammar rules and vocabulary of the target language. In addition, it
24
W.M. Rivers, Teaching Foreign Language Skill, (Chicago : The University of Chicago Press, 1964).p.31
23
is believed that studying a foreign language provides students with good mental exercise which helps develop their minds25. b. The teacher‟s role The roles of teacher are very traditional. The teacher is the authority in the classroom; the students do as he says so they can learn what he knows. The teacher decides whether an answer is correct or not. If the answer is correct, the teacher select a different student to supply the correct answer or the teacher himself gives the correct answer. c. The learner‟s role The student do as teacher says so they can learn what he knows. And most of the interaction in the classroom is from teacher to the students. There is little imitation and little student-student interaction26.
3. The Principles of GTM According to Diane Larsen the principles on which Grammar Translation Method is based are the following: a. A fundamental purpose of learning a foreign language is to be able to reads its literature. b. An important goal is for students to be able to translate each language into the other. c. The ability to communicate in the target language is not a goal of foreign language instruction. d. The primary skills to be developed are reading and writing. e. The teacher is the authority in the classroom. f. Learning is facilitated through attention to similarities between the target language and the native language. g. It is important for student to learn about the form of the target language. h. Language learning provides good mental exercise27. 25
Diane Larsen-Freeman, Techniques and principles in Language Teaching,…….p.17 26 Diane Larsen-Freeman, Techniques and principles in Language Teaching,…….p.10-12
24
4. The Procedure of GTM Some extend procedures is adapted from Diane Larsen-Freeman‟s experience in observing an English class which made up of 42 Spanish students in a university in Columbia. As she observed, the students are in the middle of reading an excerpt entitled “The Boys` Ambition” from Mark Twain‟s, life on the Mississippi. Reading and Translating Each student is called on to read a few lines from passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. When the students have finished reading and translating the passage, the teacher asks them in Spanish if they have no questions. Comprehension Question Since the students have no questions, the teacher asks them to write the answer to the comprehension questions which appear at the end of the excerpt. The questions are in English, and the students are instructed to write the answer to them in English as well. List New Vocabulary Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The introduction to the exercise tells the students that these are words taken from the passage they have just read. The students see the „ambition‟, „career‟, „wharf‟, „tranquil‟, „gorgeous‟, „loathe‟, „envy‟, and „humbly‟. They are told that some of these are review words and that others are new to them. The students are instructed to give the Spanish word for each of them. Grammar Rules The next section of the chapter deals with grammar. The students follow in their books as the teacher reads a description of two-word or phrase verbs. This is a review for them as they have encountered phrasal verb before. 27
Diane Larsen-Freeman, Techniques and principles in Language Teaching,…….p.9-10
25
Nevertheless, there are some new two-word or phrase verb in the passage the student haven‟t learn yet. The students are asked to translate them into Spanish, and then they are given the rule for use of direct object two-word.
5. The Advantages and Disadvantages of GTM a. Advantages 1) The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meaning or words and phrase from one language to another. 2) Teacher‟s labor is saved. Since the textbooks are taught through the medium of the mother tongue, the teacher may ask comprehension question on the text taught in the mother tongue pupil will not have much difficulty in responding to questions on the text taught in the mother tongue. 3) Students are not forced to use target language while the activity. 4) The student false is limited because the activities are conducted by the teacher.
b. Disadvantages 1) It is unnatural method. The natural order of learning a language is listening, speaking, reading and writing. 2) Speech is neglected. The grammar translation method lays emphasis on reading and writing. 3) Exact translation is no possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. 4) it does not give pattern practice. A person can learn a language only when she internalize its pattern to the next extent that they from her habit28.
D. The Teaching of Preposition 28
http:purwanto-linguistics.blogspot.com200601.grammar-translationmethod13.html
26
1. The Teaching Preposition of Place through Contextual Teaching and Learning Method In the teaching activity, the writer only teach preposition of place such as: in or inside, on, at, over, above, under, underneath, beneath, below, near, next to, alongside, beside, between, and opposite. Although the writer applied the method in Junior School, the writer limited the preposition only in for preposition of place, which is: in, on, beside and under. At the beginning, before the English teacher starts her teaching, she was doing greeting her students. Besides greeting her students, she asks them to prepare themselves before they learning. She asks them to pray, after they pray they prepare their books. After that, she was reviewing the last materials that have been discussed previously that related with the theme. Furthermore, the implementation of CTL in teaching preposition of place is divided into several steps. At the first, before presenting the material the teacher divided the students into several groups then she choose one student to perform some action which is related to the material of preposition of place such as; sitting on the chair, standing beside the table, and then asked the students “where is he sitting now?”, “where is he standing now?”. Beside that the teacher used some picture in the teaching material, and the answer was written on a piece of paper which is collected in the end of the lesson. In the end of the lesson the teacher asked the students` understanding, she asked if they did not understand the material then, she resumed the material by showing the picture that have been discussed before. Then, she gave the students homework.
2. The Teaching Preposition of Place through Grammar Translation Method The class began with reading a passage in their book. Each student called on to read a few lines from the passage. After reading it, the teacher asked the students to translate into Bahasa Indonesia the few lines that they have just read, the translation maybe in written, spoken or both. The teacher also helps
27
with some new vocabulary items. When the students have finished reading the passage, the teacher asks them in Bahasa Indonesia if they have any question about the passage. Since the students have no questions anymore, the teacher asks the students in order to check their understanding, the students answer the question in the target language based on their understanding of the passage or it can be in the form of written comprehension exercise. Because huge vocabulary list are required to memorize by the students, they are given one set of word and are asked to find antonyms in the reading passage. A similar exercise could be done by asking student to find synonym for a particular set of words. Students are also taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Deductive application of rule is the main features of Grammar Translation Method. The explanation of grammar rules are presented followed by the examples. Once the students understand the rule, they are asked to apply it to some different examples. The exercise which is given in Grammar Translation Method is more on writing skills, such as fill in the blanks, which is students are given a series of sentences with words missing, they fill in the blanks with new vocabulary items of a particular grammar type. Then in order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words. As the last exercise, the teacher often gives the students a topic to write about in the target language. The topic is based upon the vocabulary item or grammar rules found in the reading passage of the lesson. From those models of teaching the Preposition of Place using Total Physical Response and Grammar Translation Method which has been described above, it is considered that one of those two teaching methods is better than another. Therefore, the writer is interest in holding an experiment using those two teaching methods to find the differences.
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CHAPTER III THE PROFILE OF SDN PONDOK CABE ILIR III TANGERANG SELATAN
In this chapter, the writer just explained about the information which is relater with the paper. Here are the explanation about the English curriculum and syllabus, the English teaching book, and the method in teaching.
A. The Curriculum The curriculum of SDN Pondok Cabe Ilir III based on “Kurikilum Tingkat Satuan Pendidikan “(KTSP). This curriculum is made based on pedagogical principles and the instruction of composing curriculum which is not separated from “Standar Isi” and based on situation, condition and environmental needs. The teacher must made syllabus and sets of teaching learning’s administration based on curriculum.
B. The English Teaching Book The book which is used by the teacher at the fifth grade of SDN Pondok Cabe Ilir III is Rainbow (A fun way to study English), was published by Acarya media Utama and written by Edi Atmawinata. Beside the book, the teacher used another book related with the English material such as the book “Basic English” was published by Yudhistira and written by S.B. Sulaiman, dkk. LKS also is used to give the exercise for the students. The material in the teaching learning process is taught based on the curriculum which is directed to face the National Exam.
C. The English Teaching Methodology As the writer had observed, the teaching method of English teacher in fifth year students of SDN Pondok Cabe Ilir III may be categorize into the Grammar Translation Method (GTM). It might be shown from several teaching techniques the teacher used that without involving the students. The
30
teacher dominates the class, and a lot of memorizing activities. He used the translation method, for instance he read the book and translates it then the students write the translation for the students to memorize it. This affected them bored and full of stress.
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CHAPTER IV THE IMPLEMENTATION OF THE RESEARCH
In this chapter the writer presents the description of the research method used in the study. It consist the methodology of the research, the objective of the research, the place and time the research, the population and sample, the instrument of research, the technique of data collecting, the technique of data analysis, the variables of research,
A. The Methodology of The Research 1.
The Method of The Research This “Skripsi” discusses a set of experiment for teaching preposition of place
using contextual teaching and learning. These activities involved two classes, namely controlled class and experiment class. The writer takes 25 students for each class.
2.
The Objective of the Research The objective of the study is to know whether there is significant difference
between using CTL (Contextual Teaching Learning) method with GTM (Grammar Translation Method) in teaching preposition of place, for fifth grade students of SDN Pondok Cabe Ilir III, Tanggerang selatan. In addition, the writer expects that this paper will be useful for herself and other people.
3.
The Place and Time of the Research This study was conducted at fifth grade, SDN Pondok Cabe ilir III, Jl. Talas II
Pondok Cabe Tanggerang selatan, 2nd semester of the 2010-2011 academic years. The research was held over a period of time from March, 15th 2011 to May, 10th 2011.
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4.
The Population and Sample The writer took the population of the study at fifth grade students of SDN
Pondok cabe Ilir, Tanggerang Selatan, 2nd semester of the 2010-2011 academic years, which is divided into three classes, A, B, and C, with the total number student 105. Because the population of the students is homogenous, the sample of the research is two classes, class VA which is employed 34 students as the experiment class, and class VB which is employed 33 students as the control class. Sampling is done in cluster sampling to get representative data. Because of a few of the students were absent in the day which the Pre-Test was given and a few other students were absent in the day which the Post-Test was given, the writer only took 25 students from each class.
5.
The Instrument of Research The technique of data is carried out for getting the objective data of students`
achievement in teaching preposition of place through CTL and GTM. The writer applies two tests namely pre-test and post-test, both of the result used as data. The type of the test is written test. There are 20 items divided by two categories: 15 multiple choices (the score is 1 for each item), 5 filling the blank spaces (the score is 3 for each item). To get the final score: 30 X 10: 3 = 100.
6.
The Technique of Data Collecting Data collecting is an important thing in this research that can be determined.
The result of the research such as: a. Pre-Test The writer gives Pre-Test for the students in the first step of teaching because the writer wants to know the capacity of the students’ intelligent or they are different. It is also to know how far the student’s achievement in understanding the preposition of place before the writer gives the treatment. The writer made 15 items for multiple choice and 5 items for fill in blanks, so the whole of the questions are 20 items. The score of multiple choices is 1 for
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each item, and the score of fill in the blanks is 3. To get the final score: 30 X 10: 3 = 100. b. Post-test The Post-Test is given to know the students understanding of the material about the preposition of place after the writer gives the explanation using CTL and GTM. Is there any significant different between CTL and GTM. Same as the Post-test, for the Pre-test the writer made 15 items for multiple choice and 5 items for fill in blanks, so the whole of the questions are 20 items. The score of multiple choices is 1 for each item, and the score of fill in the blanks is 3. To get the final score: 30 X 10: 3 = 100.
7.
The Technique of Data Analysis For the technique of data analysis, the writer uses the T-test formula using
Pre-Test and Post-Test. T-test is used to find out the differences of the result or the score of students achievement in studying Preposition of Place by using CTL and GTM. The writer analyzes the data by using T-test with the following formula:1
to
=
The procedure of calculation as formula: 1) Determining mean variable X1 with formula: M1 = 2) Determining mean variable X2 with formula: M2 = 3) Determining deviation variable X1 with formula: x1 = X1 – M1 1
Anas Sudijono, Pengantar Statistik Pendidikan, Rajawali Press, Jakarta, 1989, p. 85-90
34
4) Determining deviation variable X2 with formula: x2 = X2 – M2 Where: M1
: Mean of Post-Test of the experimental class
M2
: Mean of Post-Test of control class
𝛴X1² : Sum of square deviation score in the experiment class 𝛴X2² : sum of square deviation score in the control class
8.
N1
: Number of students of the experiment class
N2
: number of students of the control class
df
: Degree of freedom (N1 + N2 – 2)
The Variables of Research 1) The first variable (X1) is teaching preposition of place by using Contextual Teaching Learning. 2) The second variable (X2) is teaching preposition of place by using Grammar Translation Method.
B. The Finding of The Research 1.
The Description of Data To know the result of the experiment, the writer calculates the result of the
Post-Test of both classes, where variable x1 is the result of the experiment class through teaching preposition of place by using CTL and variable x2 is the result of the controlled class through teaching preposition of place by using GTM. Table 4.I The Score of the Individual Students` of the Experiment Class No 1 2 3 4 5 6 7
Pre-test 36 84 60 40 28 86 36
Post-test 84 88 92 56 72 90 76
Gain 48 4 32 16 44 4 40
35
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
38 40 40 76 48 20 40 84 20 28 60 60 88 28 20 72 28 36
82 68 68 92 48 56 48 90 70 36 64 88 88 54 32 84 48 72
44 28 28 16 0 36 8 6 50 8 4 28 0 26 12 12 20 36
From the data on the table above the writer resumed that the highest score of the Pre-Test is 86 and the lowest score is 20, so for the average of the Pre-Test is 47.84. For the Post-Test the writer resumed the higher score is 92 and the lowest score is 32, so for the average of the Post-Test is 69.84. Finally for the gained, the writer resumed that the highest gained is 50 and the lowest gained is 0, so the average of the gained is 22.
Table 4.II The Score of the Individual Students` of the Control Class No 1 2 3 4 5 6 7 8 9 10 11
Pre-test 56 36 28 24 78 48 28 78 24 20 72
Post-test 74 62 32 24 82 60 36 88 28 36 72
Gain 18 26 4 0 4 12 8 10 4 16 0
36
12 13 14 15 16 17 18 19 20 21 22 23 24 25
40 78 48 86 28 44 46 24 32 44 76 44 36 70
52 82 48 90 36 58 58 38 36 72 86 50 40 88
12 4 0 4 8 14 12 14 4 28 10 6 4 18
From the data on the table above the writer resumed that the highest score of the Pre-Test is 86 and the lowest score is 20, so for the average of the Pre-Test is 47.52. For the Post-Test the writer resumed the higher score is 90 and the lowest score is 24, so for the average of the Post-Test is 57.12. Finally for the gained, the writer resumed that the highest gained is 28 and the lowest gained is 0, so the average of the gained is 9.6.
Table 4.III The Comparison of Score Each Student of the Experiment Class and Control Class No 1 2 3 4 5 6 7 8 9 10 11 12 13
x1 48 4 32 16 44 4 40 44 28 28 16 0 36
x2 18 26 4 0 4 12 8 10 4 16 0 12 4
X1 26 -18 10 -6 22 -18 18 22 6 6 -6 -22 14
X2 8.4 16.4 -5.6 -9.6 -5.6 2.4 -1.6 0.4 -5.6 6.4 -9.6 2.4 -5.6
X1² 676 324 100 36 484 324 324 484 36 36 36 484 196
X2² 70.56 268.96 31.36 92.16 31.36 5.76 2.56 0.16 31.36 40.96 92.16 5.76 31.36
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14 15 16 17 18 19 20 21 22 23 24 25 ∑N = 25
8 0 6 4 50 8 8 14 4 12 28 14 0 4 26 28 12 10 12 6 20 4 36 28 ∑x1=550 ∑x2=240
-14 -16 28 -14 -18 6 -22 4 -10 -10 -2 14 ∑X1=0
-9.6 -5.6 -1.6 4.4 2.4 4.4 -5.6 18.4 0.4 -3.6 -5.6 8.4 ∑X2=0
196 256 784 196 324 36 484 16 100 100 4 196 ∑X1²=6232
92.16 31.36 2.56 19.36 5.76 19.36 31.36 338.56 0.16 12.96 31.36 70.56 ∑X2²=13 60
Based on the data presented in the table, it showed that the highest gained is 50 and the lowest gained is 0. Furthermore, after decided the calculation of the test both Pre-Test and Post-Test, the writer used T-test formula to find out the effectiveness of teaching preposition using CTL.
M1
= = = 22
t
=
=
=
M2
= = = 9.6
38
= = = = 3.49
df
= N1 + N2 – 2 = 25 + 25 – 2 = 48
2.
The Test Hypothesis The writer’s hypothesis describe in chapter one is “there is any significant
difference between students` mastery of preposition of place taught by CTL (Contextual Teaching Learning) and GTM (Grammar Translation Method). The statistic hypothesis state that if to (t observation) is higher that tt (t table) it means that there is significant difference and Ha is accepted. From the result of statistic calculation, it indicates that the value of the to is 3.49 the degree of freedom (df) is 48 obtain from (N1+N2)-2 = (25+25)-2 in this chapter, the writer uses the degrees of significance of 5%. In the table of significance are 2.01. Comparing the to with each value of the degree of significance, the result is, 2.01 < 3.49. Since to score is the table is higher than tt score obtained from the result of the calculating, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
As Drs. Ans Sudjiono states that: 1. “Jika to lebih besar atau sama dengan tt maka hypothesis nihil atau ditolak; sebaliknya hypothesis alternative diterima atau disetujui. Berarti antara dua variabel yang sedang kita selidiki perbedaannya, secara signifikan memang terdapat perbedaan.”
39
2. “Jika to lebih kecil daripada tt maka hypothesis nihil atau diterima atau disetujui; sebaliknya hypothesis alternative ditolak. Berarti bahwa perbedaan antara variabel I dan II bukanlah perbedaan berarti atau bukan perbedaan yang signifikan.”2 It means that by using CTL`s method in teaching preposition of place has significance influence to the students` mastery of preposition of place as seen as from the result of statistic calculation both experiment class and controlled class. It can conclude CTL`s method has higher influence in teaching preposition of place for the fifth grade of SDN Pondok Cabe Ilir III, Tanggerang Selatan.
2
Ibid.p.270
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter the writer conclude the study result based on the research was done at SDN Pondok Cabe Ilir III Tangerang Selatan and suggest the readers, especially for the English teacher. It consist of conclusion and suggestion.
A. Conclusion As from the Chapter I has been talking about, this research focus on the fifth year of SDN Pondok Cabe Ilir III in 2nd semester of the 2010/2011 academic year. This research is talking about the differences of student’s achievements in teaching preposition of place between using contextual teaching learning and grammar translation method. The objective of this research is to find empirical evidence whether or not there is difference of student’s achievements in teaching preposition of place between using contextual teaching learning and grammar translation method. Based on the data described in chapter III, the conclusion can be drawn that the use of CTL in teaching preposition of place has good influence and that all are indicated on the result of the research. It can be seen from the different of means score of Post-Test. The result of the analysis of the research shows the value to (T observation) is higher than the value of tt it means that TPR method can be understood easily in studying preposition of place.
B. Suggestion There are some suggestions that can be given in relation to the writer’s conclusion: The English teacher must always give students motivation and give opportunities to be active in the classroom or other. The English teacher should be innovative in developing the teaching-learning activities in classroom. It hopes in order to students has more interesting in studying
40
English. In KTSP syllabus the expected objective can be develop their competencies in learning process, so the teacher should use variation techniques which suitable to students with different types of learner.
41
42
BIBLIOGRAPHY Allen W Stannard, Living English Structure, London: Longman Group Limited, 1974. Bieber, Douglas and Friends, Longman Grammar of Spoken and Written English, London: Pearson Educated limited, 1999. Frank, Marcella, Modern English: a practical reference guide, New Jersey: Prentice Hall, Inc., 1972. Hornby, A S, Oxford Advanced Learner’s Dictionary, 5th edition, New York: New York University Press, 1995. Hornby, A S, Oxford Advanced Learner`s Dictionary of Current English, New York: Oxford University Press, 1987. http:purwanto-linguistics.blogspot.com200601.grammar-translationmethod13.html. Johnson, Elaine B., Contextual Teaching and Learning: What it is and why it is here to stay, Thousand Oaks, California: Corwin Press, Inc, 2006. Ministry of National Educational decree no: 327/2003, December 12, Jakarta 2003. Nurhadi dkk, The Washington State Consortium for Contextual Teaching and Learning, dalam Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK 2004, Malang: Universitas Negeri Malang, 2004. Nurhadi, dkk, Pembeljaran Kontekstual (Contextual Teaching Learning/CTL) dan Penerapannya Dalam KBK, Malang: Universitas Negri Malang 2003. Nurhadidkk, The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK 2004, Malang: Universitas Negri Malang 2004. Quirk, Randolph and Friends, a Comprehensive Grammar of the English Language, London: Longman Inc., 1985. Warriner, John E., Warriner`s English Grammar and Composition, New York: Harcourt Brace Javanovich, Inc., 1982. Rivers, W.M., Teaching Foreign Language Skill, Chicago: The University of Chicago Press, 1964.
43
Robert
G. Berns and Patricia M. http://www.usc.Edu/programs/cet/resources/learn/context.
Erickson.
Robert G. Berns and Patricia M. Erickson. Contextual Teaching and Learning: Preparing Students for the New Economy. http//www.bgsu.edu/ctl. TEACHNET, dalam Pembelajaran Kontekstual, oleh Nurhadi dkk. What
is Contextual Teaching and Learning? http://www.Texascollaborative.org/WhatIsCTL.htm.
Taken
from:
What
is Contextual Teaching www.cew.wisc.edu/teachnet/ctl.
Taken
from
and
Learning?
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Appendix 2 RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Listening : ke-1
Standar Kompetensi Mendengarkan Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah Kompetensi Dasar Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah Indikator Siswa merespon monolog pendek yang diujarkan dan diperagakan melalui peragaan yang dilakukan oleh guru dengan menggunakan preposisi on, in, beside, dan under Tujuan Pembelajaran Pada akhir pembelajaran Siswa dapat merespon monolog pendek yang diujarkan dan diperagakan melalui peragaan yang dilakukan oleh guru dengan menggunakan preposisi on, in, beside, dan under Materi Pembelajaran 1. The book is in the bag 2. The bag is in the table 3. The white board is beside the cupboard 4. The eraser is under the whiteboard 5. The pencil is in the pencil case 6. The bag is on the chair 7. The calendar is beside the cupboard 8. The bag is under the table Kosakata Terkait tema 1. on 2. in 3. beside 4. under Media Pembelajaran Papan tulis, kapur, benda-benda disekitar kelas, peragaan guru
Sumber pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa 2. Media Papan tulis Kapur Benda-benda sekitar kelas Langkah-langkah Pembelajaran NO I
KEGIATAN WAKTU a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru mengulang materi yang mengingatkan siswa kembali tentang pelajaran kosakata benda-benda disekitar kelas Guru meginformasikan siswa tentang topic hari ini
II
b. Kegiatan inti Guru memperkenalkan kosakata terkait topik Guru memperlihatkan 4 aktifitas mengenai preposisi (on, in, beside, under) disekitar lingkungan kelas, siswa diminta untuk memperhatikan baik-baik Guru meminta seorang siswa sebagai sukarelawan untuk maju kedepan kelas dan menyebutkan beberapa aktifitas yang berkenaan dengan preposition disekitar lingkungan kelas, siswa lainnya diminta untuk memperhatikan baik-baik Guru memperbaiki kesalahan siswa tersebut dengan cara menyebutkan kembali beberapa kegiatan yang berkaitan dengan preposition disekitar linkungan kelas yang telah disebutkan siswa tersebut. Guru bersama seluruh siswa menyebutkan bersama-sama beberapa aktifitas yang terkait dengan preposisi yang ada disekitar lingkungan kelas secara benar. Seluruh siswa diminta menyebutkan kembali beberapa aktifitas yang berkaitan dengan preposisi yang telah diajarkan sebelumnya tanpa diiringi oleh guru
III
c. Kegiatan akhir Guru menyimpulkan dengan cara menjelaskan beberapa arti preposisi yang telah diajarkan dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelarajan
RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Listening/Speaking/Writing : ke-2
Standar Kompetensi Mendengarkan Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah Berbicara Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah Menulis Mengeja dan menyalin kalimat sangat sederhana dalam konteks sekolah Kompeteni Dasar Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan memberi petunjuk Mengeja kalimat sederhana secara tepat dan berterima Indikator Siswa merespon monolog pendek yang diujarkan dan diperagakan melalui peragaan yang dilakukan oleh guru Siswa mengujarkan monolog pendek dengan menggunakan preposisi Siswa menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Tujuan Pembelajaran Siswa dapat merespon monolog pendek yang diujarkan dan diperagakan melalui peragaan yang dilakukan oleh guru Siswa dapat mengujarkan monolog pendek dengan menggunakan preposisi Siswa dapat menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Sumber Pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa 2. Sumber Media Papan tulis Kapur Benda-benda disekitar kelas
Langkah-langkah Pembelajaran NO I
KEGIATAN a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru menginformasikan siswa tentang topic hari ini
II
b. Kegiatan inti Guru menyebutkan beberapa aktifitas yang berkenaan dengan preposisi (on, in, beside, under) didepan semua siswa, siswa diminta untuk memperhatikan baik-baik Guru membagi-bagi siswa kedalam beberapa group, kemudian guru meminta seorang siswa untuk melakukan beberapa aktifitas on, in, beside, under didepan kelas seperti “sitting on the chair”, “standing beside the table”, Semua siswa diminta untuk memperhatikan baikbaik. Siswa diminta untuk menjawab pertanyaan guru seperti “where is she sitting now?”, “where is she standing now?” Secara berkelompok siswa diminta untuk menulis dengan menggunakan preposisi yang tepat sesuai dengan susunan letak benda yang ada disekitar lingkungan kelas.
III
c. Kegiatan akhir Guru menyimpulkan materi yang telah diajarkan dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelajaran
WAKTU
RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Speaking/Reading/Writing : ke-3
Standar Kompetensi Berbicara Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah Membaca Memahami tulisan Bahasa Inggris sangat sederhana dalam konteks sekolah Menulis Mengeja dan menyalin kalimat sangat sederhana dalam konteks sekolah Kompetensi Dasar Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: menyatakan kesukaan, mengungkapkan keadaan suatu benda, menyatakan warna benda, mengungkapkan alamat Memahami tulisan dan pesan tertulis sangat sederhana Menyalin tulisan Bahasa Inggris sangat sederhana secara tepat dan berterima Indikator Siswa membaca kalimat pendek tentang preposisi secara akurat dan lancar dan menjawab pertanyaan Siswa mengujarkan kalimat sederhana dengan penggunaan preposisi yang tepat berdasarkan gambar Siswa membuat kalimat sederhana dengan menggunakan preposisi yang tepat sesuai pengamatan mereka Tujuan Pembelajaran Siswa dapat membaca kalimat pendek tentang preposisi secara akurat dan lancar dan menjawab pertanyaan Siswa dapat mengujarkan kalimat sederhana dengan penggunaan preposisi yang tepat berdasarkan gambar Siswa dapat membuat kalimat sederhana dengan menggunakan preposisi yang tepat sesuai pengamatan mereka Media Pembelajaran Papan tulis, kapur, benda-benda disekitar kelas, peragaan guru
Materi Pembelajaran Script untuk reading Read the text carefully My classroom
I like my class very much It is small but clean My class always tidy The bag is always under the table The handbook is on the table The eraser is beside the blackboard The ball is in the cupboard The flower is on the teacher table It makes my classroom more beautiful Answer these question based on the text 1. Where is the bag? 2. Where is the handbook? 3. Where is the eraser? 4. Where is the ball? 5. Where is the vas of flower? Media Pembelajaran Papan tulis, kapur, gambar, LKS Sumber Pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa Browsing internet 2. Media Papan tulis Gambar
Langkah-langkah Pembelajaran NO I
KEGIATAN a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru menginformasikan siswa tentang topic hari ini
II
b. Kegiatan inti Guru memberikan kepada siswa sebuah gambar dan meminta siswa untuk menyebutkan kalimat sederhana berkenaan dengan preposisi yang sesuai dengan gambar Siswa menuliskan kalimat sederhana dengan menggunakan preposisi berdasarkan hal yang diamati disekitar kelas Guru memberikan teks terkait gambar yang diberikan, kemudian meminta beberapa siswa untuk membaca nyaring dengan lafal yang tepat dan lancar Siswa menjawab pertanyaan berkenaan dengan isi teks tersebut
III
c. Kegiatan akhir Guru menyimpulkan dengan cara menjelaskan beberapa arti dalam teks yang telah diajarkan dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelajaran
WAKTU
Appendix 3 RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Listening/Writing : ke-1
Standar Kompetensi Mendengarkan Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah Menulis Mengeja dan menyalin kalimat sangat sederhan dalam konteks sekolah Kompetensi Dasar Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah Mengeja kalimat sederhana secara tepat dan berterima Indikator Siswa memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Tujuan Pembelajaran Pada akhir pembelajaran Siswa dapat memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa dapat menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Materi Pembelajaran 1. Put my book on the table 2. Put your bag in the cupboard 3. Put my book under the pencil 4. Put your ball beside the chair 5. Put my eraser in the pencil case 6. Put your ruler on the table 7. Put my bag beside the cupboard 8. Put your ball under the chair Kosakata Terkait tema 1. on 2. in 3. beside 4. under
Answer these questions below 1. Put my book _____ the pencil. (dibawah) 2. Put your ruler _____ the table. (diatas) 3. Put my eraser _____ the pencil case. (didalam) 4. Put your ball _____ the chair. (disebelah) 5. Put my bag _____ the cupboard. (disebelah) 6. Put your bag _____ the cupboard. (didalam) 7. Put my book _____ the table. (diatas) 8. Put your ball _____ the chair. (dibawah) Media Pembelajaran Papan tulis, kapur, benda-benda disekitar kelas, peragaan guru Sumber pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa 2. Media Papan tulis Kapur Benda-benda sekitar kelas
Langkah-langkah Pembelajaran NO I
KEGIATAN a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru mengulang materi yang mengingatkan siswa kembali tentang pelajaran kosakata benda-benda disekitar kelas Guru menginformasikan siswa tetang topik hari ini
II
b. Kegiatan inti Guru memperkenalkan kosakata baru mengenai preposisi (on, in, beside, under) Guru memberikan kalimat sederhana yang menggunakan preposi, siswa diminta untuk menuliskan kembali Guru membacakan kalimat sederhana tersebut, siswa diminta memperhatikan baik-baik Guru menerjemahkan kalimat sederhana tersebut, keemudian mendiskusikan kalimat tersebut dengan siswa Guru memberikan pertanyaan terkait kalimat sederhana tersebut, siswa diminta menjawab dengan benar
II
c. Kegiatan akhir Guru menyimpulkan materi dan menjelaskan preposisi yang telah diajarkan dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelajaran
WAKTU
RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Listening/Writing/Reading : ke-2
Standar Kompetensi Mendengarkan Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah Menulis Mengeja dan menyalin kalimat sangat sederhan dalam konteks sekolah Membaca Memahami tulisan Bahasa Inggris sangat sederhana dalam konteks lingkungan sekolah Kompetensi Dasar Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah Mengeja kalimat sederhana secara tepat dan berterima Memahami tulisan dan pesan tertulis sangat sederhana Indikator Siswa memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Siswa mengujarkan kalimat sederhana dengan penggunan preposisi yang tepat Tujuan Pembelajaran Pada akhir pembelajaran Siswa dapat memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa dapat menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Siswa dapat mengujarkan kalimat sederhana dengan penggunaan preposisi yang tepat Materi Pembelajaran 1. Irene put her book in the bag 2. Johnny put his bag in the table 3. Marry put her book beside the pencil 4. Richard put his book under the ruler 5. Put your pencil in the pencil case 6. Don’t put your bag on the chair 7. Put your bag beside the pencil case 8. Don’t put your book under the bag
Answer these questions by crossing a, b, c, or d 1. Susy put her bag _____ the table. (dibawah) a. beside b. on c. in d. under 2. Larry put his ball _____ the cupboard. (didalam) a. beside b. on c. in d. under 3. Jenny put her book _____ the pencil case. (disamping) a. beside b. on c. in d. under 4. Jacky put his pencil _____ the book. (disebelah) a. beside b. on c. in d. under 5. Becky put her eraser _____ the bag. (didalam) a. beside b. on c. in d. under Complete these questions below 1. Put your book _____ the bag. (disebelah) 2. Don`t put your bag _____ the table. (diatas) 3. Put your book _____ the ruler. (dibawah) 4. Don`t put your ball _____ the bag. (didalam) 5. Put your pencil _____ the book. (diatas) Sumber pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa 2. Sumber media Papan tulis Kapur Benda-benda disekitar kelas
Langkah-langkah Pembelajaran NO I
II
KEGIATAN a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru menginformasikan siswa tentang topik hari ini b. Kegiatan inti Guru memberikan kalimat sederhana yang menggunakan preposisi, siswa diminta menuliskan kembali Guru membacakan kalimat sederhana tersebut, siswa diminta mengikuti Guru meminta beberapa siswa membaca nyaring kalimat sederhana tersebut dengan lafal yang tepat dan lancar Guru meminta siswa secara berpasangan untuk menerjemahkan kalimat sederhana tersebut Guru mendiskusikan dengan siswa informasi apa saja yang mereka temukan dari kalimat terebut Guru memberikan soal sebagai latihan, siswa menjawab soal tersebut
WAKTU
III
c. Kegiatan akhir Guru menyimpulkan dengan cara menjelaskan fungsi dari preposisi dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelajaran
RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Topic Kelas/Semester Alokasi Waktu Aspek Pertemuan
: SDN Pondok Cabe Ilir III : Bahasa Inggris : Preposition / Around the School : Vb/2 : 2 x 35 menit : Listening/Writing/Reading : ke-3
Standar Kompetensi Mendengarkan Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah Menulis Mengeja dan menyalin kalimat sangat sederhan dalam konteks sekolah Membaca Memahami tulisan Bahasa Inggris sangat sederhana dalam konteks lingkungan sekolah Kompetensi Dasar Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah Mengeja kalimat sederhana secara tepat dan berterima Memahami tulisan dan pesan tertulis sangat sederhana Indikator Siswa memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Siswa mengujarkan kalimat sederhana dengan penggunan preposisi yang tepat Tujuan Pembelajaran Pada akhir pembelajaran Siswa dapat memahami kalimat sederhana yang menggunakan preposisi on, in, beside, dan under Siswa dapat menuliskan dengan menggunakan preposisi yang tepat sesuai dengan pengamatan mereka Siswa dapat mengujarkan kalimat sederhana dengan penggunaan preposisi yang tepat
Materi Pembelajaran Script untuk reading Read the text carefully My classroom
I like my class very much It is small but clean Every student put their bag under the table My class always tidy The student put their handbook on the table The teacher always put the eraser beside the blackboard The students always put the ball in the cupboard The teacher put a vas of flower on the teacher table And the flowers make my classroom more beautiful Answer these question based on the text 1. Where is the bag? 2. Where is the handbook? 3. Where is the eraser? 4. Where is the ball? 5. Where is the vas of flower? Media Pembelajaran Papan tulis, kapur, gambar, LKS Sumber Pembelajaran 1. Sumber Bahan Syllabus Lembar Kerja Siswa Browsing internet 2. Media Papan tulis Gambar
Langkah-langkah Pembelajaran NO I
KEGIATAN a. Langkah awal Guru mengawali pertemuan dengan mengucapkan salam Guru menginformasikan siswa tentang topik hari ini
II
b. Kegiatan inti Guru memberikan kepada siswa sebuah gambar dan meminta siswa untuk menyebutkan kalimat sederhana berkenaan dengan preposisi yang sesuai dengan gambar Siswa menuliskan kalimat sederhana dengan menggunakan preposisi berdasarkan hal yang diamati disekitar kelas Guru memberikan teks terkait gambar yang diberikan, kemudian meminta beberapa siswa untuk membaca nyaring dengan lafal yang tepat dan lancar Siswa menjawab pertanyaan berkenaan dengan isi teks tersebut
III
c. Kegiatan akhir Guru menyimpulkan dengan cara menjelaskan beberapa arti dalam teks yang telah diajarkan dan menanyakan hambatan yang dialami siswa selama proses pembelajaran Guru menutup pelajaran
WAKTU
PEMERINTATI KOTA TANGERANG SELATAN DINAS PENDIDIKAN
SD F{EGERIPONI}OK CABE ILIRIII JI. Talas 2Ed. Cnbe llir Kec. Parnulang - Kodya Tangerang $elatan Telp. (021) 7442374
SURAT KETERANGAN
Yang bertanda tangan di bawah ini Kepala Sekolah SDN Pondok Cabe Ilir III Pondok Cabe-TangerangSelatan
dengan sesungguhnyabahwa:
Nama
NuraeniKomariah
Tempat/Tanggallahir
Jakarta/l1Maret1983
NIM
1040r4000307
Semester Jurusan
XIV BahasaInggris
Judul Skripsi
TeachingPrepositionof PlaceThroughTotal Physical Response
Fakultas
Ilmu TarbiyahdanKeguruan UIN Svarif HidavatullahJakarta
Nama tersebutdiatasbenartelah melaksanakanpenelitian/observasidi SDN Pondok CabeIlir III dari tanggal 15 Maret 20ll - 11 April 2011. Denganjudul Teaching Preposttionof Place ThroughTotal PlrysicalResponse(An ExperimentalStudy at the Fourth Gradeof SDN PondokCabeIlir III TangerangSelatan) Demikian, surat keteranganini dibuat dengansebenarnyaagandapatdipergunakan sebagaimana mestinya.
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Nuraeni Komariair
NIIvI
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Juruse.n
BahasaInggris Pendidikan
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KepadaYth. K e p a l aS e k o l a hS D N P o n d o kC a b el l i rl l l di Tempat Assalamu'alaikum wr.wb. Denganhormatkamisampaikanbahwa Nama NIM Jurusan Semester
: NuraeniKomariah 104014000307 : Pendidikan BahasaInggris XIV
T a h u nA k a d e m i k
.2OO4l2Oi1
Judulskripsi
: Teachingpreposition of placeThroughrpR
adalahbenarmahasiswa/i FakultasllmuTarbiyahdan KeguruanUIN Jakartayang sedang menyusun skripsi, dan akan mengadakan penelitian (risetj di instansi/sekolah/madrasah yangSaudarapimpin. Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut m e l a k s a n a k apne n e l i t i adni m a k s u d . Atas perhatiandan kerjasamasaudara,kamiucapkanterimakasih. Wassalamu'aIaikum wr.wb.
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